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Journal articles on the topic 'Basal readers'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Shannon, Patrick. "Basal readers: Three perspectives." Theory Into Practice 28, no. 4 (1989): 235–39. http://dx.doi.org/10.1080/00405848909543411.

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2

Nistler, Robert. "Basal Readers: Taking Sides." Journal of Teacher Education 47, no. 1 (1996): 70–73. http://dx.doi.org/10.1177/0022487196047001012.

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3

Afflerbach, Peter, and Brian Walker. "Prediction instruction in basal readers." Literacy Research and Instruction 29, no. 4 (1990): 26–45. http://dx.doi.org/10.1080/19388079009558022.

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4

McCarthey, Sarah J., James V. Hoffman, Cheryl Christian, et al. "Engaging the new basal readers." Reading Research and Instruction 33, no. 3 (1994): 233–56. http://dx.doi.org/10.1080/19388079409558157.

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5

Bloome, David, and Sonia Nieto. "Children's understandings of basal readers." Theory Into Practice 28, no. 4 (1989): 258–64. http://dx.doi.org/10.1080/00405848909543415.

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6

Squire, James R. "Flexible use of basal readers." Book Research Quarterly 5, no. 2 (1989): 95–97. http://dx.doi.org/10.1007/bf02683704.

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7

McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.

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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities ma

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8

Hunter, Maxwell W., and Kay A. Chick. "Treatment of gender in basal readers." Reading Research and Instruction 44, no. 3 (2005): 65–76. http://dx.doi.org/10.1080/19388070509558432.

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9

Shannon, Patrick, and Kenneth S. Goodman. "This issue: Perspectives On Basal Readers." Theory Into Practice 28, no. 4 (1989): 234. http://dx.doi.org/10.1080/00405848909543410.

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10

Flood, James, and Diane Lapp. "Forms of Discourse in Basal Readers." Elementary School Journal 87, no. 3 (1987): 299–306. http://dx.doi.org/10.1086/461496.

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11

Jensen, Julie M., and Nancy Roser. "Basal Readers and Language Arts Programs." Elementary School Journal 87, no. 3 (1987): 375–83. http://dx.doi.org/10.1086/461502.

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12

Early, Margaret. "Teachers’ decisions in using basal readers." Book Research Quarterly 5, no. 2 (1989): 81–85. http://dx.doi.org/10.1007/bf02683701.

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13

Farr, Roger, Michael A. Tulley, and Deborah Powell. "The Evaluation and Selection of Basal Readers." Elementary School Journal 87, no. 3 (1987): 267–81. http://dx.doi.org/10.1086/461494.

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14

Feldman, Mary Jane. "Evaluating Pre-Primer Basal Readers Using Story Grammar." American Educational Research Journal 22, no. 4 (1985): 527–47. http://dx.doi.org/10.3102/00028312022004527.

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15

Barksdale-Ladd, Mary Alice, and Karen F. Thomas. "Eight Teachers' Reported Pedagogical Dependency on Basal Readers." Elementary School Journal 94, no. 1 (1993): 49–72. http://dx.doi.org/10.1086/461750.

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16

Crews, Ruthellen. "The impact of basal readers on the curriculum." Book Research Quarterly 5, no. 2 (1989): 35–41. http://dx.doi.org/10.1007/bf02683696.

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17

Caldwell, Sarah T. "Highly Gifted Preschool Readers." Journal for the Education of the Gifted 8, no. 2 (1985): 165–74. http://dx.doi.org/10.1177/016235328500800207.

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Twenty-four preschoolers in a summer program for highly gifted preschoolers were screened for reading ability using Durkin's (1966) word list. Readers and nonreaders were compared. Readers’ scores on selected subtests of the Durrell Analysis of Reading Difficulty (Durrell & Catterson, 1980) were correlated with measures gathered for program admission. Results of a subsequent investigation of basal reading texts’ teachers’ editions for suggestions for differentiating instruction for early readers are reported in terms of the needs of gifted preschoolers.

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18

Juel, Connie, and Diane Roper/Schneider. "The Influence of Basal Readers on First Grade Reading." Reading Research Quarterly 20, no. 2 (1985): 134. http://dx.doi.org/10.2307/747751.

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19

Boone, Randall, and Kyle Higgins. "Hypermedia Basal Readers: Three Years of School-Based Research." Journal of Special Education Technology 12, no. 2 (1993): 86–106. http://dx.doi.org/10.1177/016264349301200202.

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This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referr

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20

Baumann, James F., and Kathleen M. Heubach. "Do Basal Readers Deskill Teachers? A National Survey of Educators' Use and Opinions of Basals." Elementary School Journal 96, no. 5 (1996): 511–26. http://dx.doi.org/10.1086/461842.

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21

Moss, Barbara, and Evangeline Newton. "AN EXAMINATION OF THE INFORMATIONAL TEXT GENRE IN BASAL READERS." Reading Psychology 23, no. 1 (2002): 1–13. http://dx.doi.org/10.1080/027027102317345376.

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22

Templeton, Shane, and Sally Mowery. "Readability, basal readers, and story grammar: What lies beneath thesurface?" Reading World 24, no. 3 (1985): 40–47. http://dx.doi.org/10.1080/19388078509557831.

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23

Dewitz, Peter, and Jennifer Jones. "Using Basal Readers: From Dutiful Fidelity to Intelligent Decision Making." Reading Teacher 66, no. 5 (2013): 391–400. http://dx.doi.org/10.1002/trtr.01134.

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24

Bello, Manuel, Walter Fajet, Annis N. Shaver, Angela K. Toombs, and Jeanne Shay Schumm. "Basal readers and english language learners: A content analysis study." Reading Research and Instruction 42, no. 2 (2002): 1–15. http://dx.doi.org/10.1080/19388070309558383.

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25

Farr, Roger, and Michael Tulley. "State level adoption of basal readers: Goals, processes, and recommendations." Theory Into Practice 28, no. 4 (1989): 248–53. http://dx.doi.org/10.1080/00405848909543413.

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26

Goodman, Debra. "Wings to read with: A teacher's perspective on basal readers." Theory Into Practice 28, no. 4 (1989): 274–81. http://dx.doi.org/10.1080/00405848909543417.

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27

Vaughn-Roberson, Courtney, Gail E. Tompkins, Mary E. Hitchcock, and Mary Oldham. "Sexism in Basal Readers: An Analysis of Male Main Characters." Journal of Research in Childhood Education 4, no. 1 (1989): 62–68. http://dx.doi.org/10.1080/02568548909594946.

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28

Ryder, Randall J., and Michael F. Graves. "Vocabulary Instruction Presented Prior to Reading in Two Basal Readers." Elementary School Journal 95, no. 2 (1994): 139–53. http://dx.doi.org/10.1086/461795.

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29

Shannon, Patrick, and Patricia Crawford. "MANUFACTURING DESCENT: BASAL READERS AND THE CREATION OF READING FAILURES." Reading & Writing Quarterly 13, no. 3 (1997): 227–45. http://dx.doi.org/10.1080/1057356970130303.

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30

Comas, Jacqueline C. "Language adaptations: Award-winning children’s literature in basal textbook readers." Book Research Quarterly 5, no. 2 (1989): 16–34. http://dx.doi.org/10.1007/bf02683695.

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31

Hoffman, James V., Misty Sailors, and Elizabeth U. Patterson. "Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals." Journal of Literacy Research 34, no. 3 (2002): 269–98. http://dx.doi.org/10.1207/s15548430jlr3403_2.

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This study focuses on the features of the first grade texts included in basal readers used for beginning reading instruction in Texas during the year 2000 adoption period. The authors investigated the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the texts. The features of these basal readers were then compared to the programs previously adopted in Texas (1987 and 1993 adoption periods). Using a variety of analyses, findings suggest that the mandate by the state of Texas

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32

Meadows, Rita E., and H. Thompson Fillmer. "DEPICTIONS OF AGING IN BASAL READERS OF THE 1960S AND 1980S." Educational Gerontology 13, no. 1 (1987): 85–100. http://dx.doi.org/10.1080/0380127870130107.

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33

Fillmer, H. Thompson, and Rita Meadows. "The Portrayal of Older Characters in Five Sets of Basal Readers." Elementary School Journal 86, no. 5 (1986): 651–62. http://dx.doi.org/10.1086/461472.

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34

Alexander, Francie. "“No more hot fish”: California’s push for literature in basal readers." Book Research Quarterly 5, no. 2 (1989): 42–50. http://dx.doi.org/10.1007/bf02683697.

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35

Agustiningrum, Yani, Slamet Utomo, and Irfai Fathurrohman. "DEVELOPING A TEXTBOOK WITH BIG BOOK MEDIA BASED BASAL READERS METHOD TO IMPROVE EARLY READING AT LOW CLASSES." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 5 (2021): 1163. http://dx.doi.org/10.33578/pjr.v5i5.8380.

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This study aimed to develop a basal readers method with Big Book media for educators and first grade students which was valid, practical, and effective. The development process was carried out based on Borg & Gill model which emphasized the context of needs (educators and students) so that a textbook for early reading skills could be produced through Big Book media based Basal Readers method. The results of the validity test, which was obtained from the validation of content, language, presentation, graphics, found that the total percentage was 93.10% with Very Valid category. Then, the re

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36

Schmitt, Maribeth Cassidy, and Carol J. Hopkins. "Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers." Reading Research and Instruction 32, no. 3 (1993): 13–24. http://dx.doi.org/10.1080/19388079309558121.

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37

Holloway, Karla F. C. "The effects of basal readers on oral language structures: A description of complexity." Journal of Psycholinguistic Research 15, no. 2 (1986): 141–51. http://dx.doi.org/10.1007/bf01067519.

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38

Brown, Kathleen J., Darrell Morris, and Matthew Fields. "Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively." Journal of Literacy Research 37, no. 1 (2005): 61–94. http://dx.doi.org/10.1207/s15548430jlr3701_3.

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The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group's instruction included guided reading in leveled texts with controlled vocabulary, word stud

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39

Eldredge, J. Lloyd, D. Ray Reutzel, and Paul M. Hollingsworth. "Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience." Journal of Literacy Research 28, no. 2 (1996): 201–25. http://dx.doi.org/10.1080/10862969609547919.

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This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the c

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40

Lidén, Mats, Ola Hjelmgren, Jenny Vikgren, and Per Thunberg. "Multi-Reader–Multi-Split Annotation of Emphysema in Computed Tomography." Journal of Digital Imaging 33, no. 5 (2020): 1185–93. http://dx.doi.org/10.1007/s10278-020-00378-2.

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Abstract Emphysema is visible on computed tomography (CT) as low-density lesions representing the destruction of the pulmonary alveoli. To train a machine learning model on the emphysema extent in CT images, labeled image data is needed. The provision of these labels requires trained readers, who are a limited resource. The purpose of the study was to test the reading time, inter-observer reliability and validity of the multi-reader–multi-split method for acquiring CT image labels from radiologists. The approximately 500 slices of each stack of lung CT images were split into 1-cm chunks, with

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41

Wheldall, Kevin, and Alison Madelaine. "The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers." Australasian Journal of Special Education 30, no. 1 (2006): 72–85. http://dx.doi.org/10.1017/s1030011200025458.

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AbstractThe aim of this study was to develop a means of tracking the reading performance of low-progress readers on a weekly basis, so as to inform instructional decision-making. A representative sample of 261 primary school children from Years 1 to 5 were tested on 21 different text passages taken from a developing passage reading test, the Wheldall Assessment of Reading Passages (WARP). The results from this study were used to identify a series of ten ‘progress passages’ that were of very similar difficulty level to a set of three parallel ‘basal’ WARP passages. High parallel form reliabilit

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42

Semiz, Marina, and Mirjana Čutović. "Notions on the child in basal readers for third and fourth grades of primary school." Inovacije u nastavi 33, no. 3 (2020): 124–43. http://dx.doi.org/10.5937/inovacije2003124s.

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43

Bonilla, Ana María. "A Comparative analysis of comprehension questions in three California state adopted Spanish and English basal readers." NABE Journal 13, no. 3 (1989): 235–52. http://dx.doi.org/10.1080/08855072.1989.10668560.

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44

Mansell, Doyin S., Evelyn G. Frank, Nathaniel S. Kelly, et al. "Comparison of the within-reader and inter-vendor agreement of left ventricular circumferential strains and volume indices derived from cardiovascular magnetic resonance imaging." PLOS ONE 15, no. 12 (2020): e0242908. http://dx.doi.org/10.1371/journal.pone.0242908.

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Purpose Volume indices and left ventricular ejection fraction (LVEF) are routinely used to assess cardiac function. Ventricular strain values may provide additional diagnostic information, but their reproducibility is unclear. This study therefore compares the repeatability and reproducibility of volumes, volume fraction, and regional ventricular strains, derived from cardiovascular magnetic resonance (CMR) imaging, across three software packages and between readers. Methods Seven readers analysed 16 short-axis CMR stacks of a porcine heart. Endocardial contours were manually drawn using Osiri

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45

Long, Mengping, Wei Hou, Yiqiang Liu, and Taobo Hu. "A Histone Acetylation Modulator Gene Signature for Classification and Prognosis of Breast Cancer." Current Oncology 28, no. 1 (2021): 928–39. http://dx.doi.org/10.3390/curroncol28010091.

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Regulators of histone acetylation are promising epigenetic targets for therapy in breast cancer. In this study, we comprehensively analyzed the expression of histone acetylation modulator genes in breast cancer using TCGA data sources. A gene signature composed of eight histone acetylation modulators (HAMs) was found to be effective for the classification and prognosis of breast cancers, especially in the HER2-enriched and basal-like molecular subtypes. The eight genes consist of two histone acetylation writers (GTF3C4 and CLOCK), two erasers (HDAC2 and SIRT7) and four readers (BRD4, BRD7, SP1

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46

Klempíř, Ondřej, and Radim Krupička. "Analysis of Neural Activity of the Human Basal Ganglia in Dystonia: a Review." Lékař a technika - Clinician and Technology 49, no. 2 (2019): 66–71. http://dx.doi.org/10.14311/ctj.2019.2.05.

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Deep brain stimulation of the globus pallidus internus is an efective symptomatic treatment for pharmacoresistant dystonic syndromes, where pathophysiological mechanisms of action are not yet fully understood. The aim of this review article is to provide an overview of the state-of-the-art approaches for processing of microelectrode recordings in dystonia; in order to define biomarkers to identify patients who will benefit from the clinical deep brain stimulation. For this purpose, the essential elements of microelectrode processing are examined. Next, we investigate a real example of spike so

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47

Witt, Susan D. "Boys Will Be Boys, and Girls Will Be…Hard To Find: Gender Representation in Third Grade Basal Readers." Education and Society 15, no. 1 (1997): 47–57. http://dx.doi.org/10.7459/es/15.1.05.

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48

Moss, Barbara. "The Information Text Gap: The Mismatch between Non-Narrative Text Types in Basal Readers and 2009 NAEP Recommended Guidelines." Journal of Literacy Research 40, no. 2 (2008): 201–19. http://dx.doi.org/10.1080/10862960802411927.

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49

Karniol, Rachel, and Michal Gal-Disegni. "The Impact of Gender-Fair versus Gender-Stereotyped Basal Readers on 1st-Grade Children's Gender Stereotypes: A Natural Experiment." Journal of Research in Childhood Education 23, no. 4 (2009): 411–20. http://dx.doi.org/10.1080/02568540909594670.

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50

Leung, Cynthia B., Rebecca Silverman, Ratna Nandakumar, Xiaoyu Qian, and Sara Hines. "A Comparison of Difficulty Levels of Vocabulary in First Grade Basal Readers for Preschool Dual Language Learners and Monolingual English Learners." American Educational Research Journal 48, no. 2 (2011): 421–61. http://dx.doi.org/10.3102/0002831210382890.

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